Bachelor of Education in Intermediate Phase Teaching

Purpose

The purpose this qualification is to develop professionally qualified teachers for the Intermediate Phase in order to fulfil the required competencies and roles in a complex teaching environment. This will be achieved by providing teachers with:

• The required subject content knowledge.
• Teaching competence.
• A sound understanding of the critical challenges facing education in South Africa.

The qualification imparts the skills and techniques needed by teachers to integrate the learning areas into their learning programmes. The delivery of the qualification ensures that classroom competencies are developed across the four years of the qualification, and that teachers are able to produce appropriate teaching and learning media, targeting the learning needs of their intermediate learners. The curriculum provides academic and professional subject matter, and ensures that classroom-based experiential learning opportunities for the practice of teaching take place. In order to fulfil the above and ensure that graduates achieve the Exit Level Outcomes required for this qualification, the university has matched the curriculum to the requirements and prescripts of Minimum Requirements Teacher Education Qualifications.

The qualification aims to

• Provide teachers with subject and discipline knowledge.
• Provide sound pedagogical content knowledge.
• Establish teachers that are self-reflexive and demonstrate a commitment to a professional work ethics.
• Grow teachers who are empowered, active citizens able to respond to the needs of their learners.
• Develop the skill and ability needed from teachers to organise and encourage learning in all learners.

Rationale

The qualification that is currently being offered in the Faculty of Education is the Bachelor of Education in Intermediate and Senior Phase.

The University is required to align this qualification with the Minimum Requirements for Teacher Education Qualifications (MRTEQ). According to MRTEQ, a new qualification is needed thus the Bachelor of Education in Intermediate Phase Teaching (B Ed Intermediate Phase Teaching) has been developed. The B Ed Intermediate Phase degree will be awarded for one of two learning streams which are:

• Science, Technology, Mathematics and Languages

Or

• Life Skills, Social Sciences and Languages.

As per the MRTEQ, the learning programmes have been constructed to support the specialist teaching of at least 4 subjects. In compliance with the requirements, the Home Language teaching is isiZulu and First Additional Language Teaching is English. In addition, electives are offered for a minimum of two other subjects chosen from the Intermediate Phase Mathematics, Science and Technology, Life Skills and Social Sciences.

The design of the qualification takes into account the prescripts of MRTEQ in terms of the requirements of an intermediate phase teacher.

South Africa faces an urgent need for teachers who are well-trained both to address the shortage of teachers in the country, and in particular the shortage of teachers at all levels, including Intermediate Phase teachers. Moreover, the education system needs teachers who are work-ready, and who are able to put in place the strategies for improvement in school education so urgently needed. The Bachelor of Education in Intermediate Phase Teaching includes extensive assessed and mentored school experience which ensures that the theory learned is translated into professional practice. This degree ensures that there is structured supervision, mentoring and assessment in the practical learning components.

Recognition of Prior Learning (RPL)

Admission via RPL is possible. Candidates for RPL admission will be required to demonstrate suitability either through work experience and/or other prior learning that has taken place. The institution makes provision through RPL for admission and credits to modules in line with the policies of the institution.

Entry Requirements

The minimum admission requirement for this qualification is

• Senior Certificate (SC) with endorsement and the appropriate subject choices.

Or

• National Senior Certificate (NSC) granting access to Bachelors' Degree studies and the appropriate subject choices.

Or

• National Certificate Vocational (NCV) Level 4, granting access to Bachelors' Degree studies and the appropriate subject choices.

This qualification consists of compulsory and elective modules at Level 5, 6 and 7 totalling 524 Credits.

Compulsory Modules Level 5, 108 Credits

• IsiZulu Home Language 1A, 8 Credits.
• English First Additional Language 1A, 8 Credits.
• Education Studies 1A, 12 Credits.
• General Pedagogy 1A, 12 Credits.
• Academic Skills for Educators, 16 Credits.
• School Experience, 8 Credits.
• English Language of Learning and Teaching, 8 Credits.
• Conversational Language for Teachers, 12 Credits.
• Basic Mathematics, 8 Credits.
• Basic EMS, 8 Credits.
• Basic Social Sciences and Life Skills, 8 Credits.

Compulsory Modules Level 6, 172 Credits

• IsiZulu Home Language 1B, 8 Credits.
• English First Additional Language 1B, 8 Credits.
• Education Studies 1B, 12 Credits.
• General Pedagogy 1B, 12 Credits.
• IsiZulu Home Language 2A, 8 Credits.
• IsiZulu Home Language 2B, 8 Credits.
• English First Additional Language 2A, 8 Credits.
• English First Additional Language 2B, 8 Credits.
• Education Studies 2A,12 Credits.
• General Pedagogy 2A,12 Credits.
• General Pedagogy 2B,12 Credits.
• School Experience 2, 8 Credits.
• IsiZulu Home Language Education 3A, 8 Credits.
• IsiZulu Home Language Education 3B, 8 Credits.
• English First Additional Language Education 3A, 8 Credits.
• English First Additional Language Education 3B, 8 Credits.
• School Experience 3, 24Credits.

Compulsory Modules Level 7, 116 Credits

• Education Studies 2B,12 Credits.
• IsiZulu Home Language Education 4, 16 Credits.
• English First Additional Language Education 4, 16 Credits.
• School Experience 4, 48 Credits.
• Education Studies 3A, 12 Credits.
• Education Studies 3B, 12 Credits.

Learners will choose according to the following learning areas: Science and Technology, and Mathematics or Life Skills and Social Sciences.

Electives Modules at Level 5, 16 Credits.

• Social Sciences 1A, 8 Credits.
• Life Skills 1A, 8 Credits.

Or

• Mathematics 1A, 8 Credits.
• Natural Science and Technology 1A, 8 Credits.

Electives Modules at Level 6, 80 Credits.

• Social Sciences 1B, 8 Credits.
• Life Skills 1B, 8 Credits.

Or

• Mathematics 1B, 8 Credits.
• Natural Science and Technology 1B, 8 Credits.

Or

• Social Sciences 2A, 8 Credits.
• Social Sciences 2B, 8 Credits.
• Life Skills 2A, 8 Credits.
• Life Skills 2B, 8 Credits.

Or

• Mathematics 2A, 8 Credits.
• Mathematics 2B, 8 Credits.
• Natural Science and Technology 2A, 8 Credits.
• Natural Science and Technology 2B, 8 Credits.

Or

• Social Sciences Education 3A, 8 Credits.
• Social Sciences Education 3B, 8 Credits.
• Life Skills Education 3A, 8 Credits.
• Life Skills Education 3B, 8 Credits.

Or

• Mathematics Education 3A, 8 Credits.
• Mathematics Education 3B, 8 Credits.
• Natural Science and Technology Education 3A, 8 Credits.
• Natural Science and Technology Education 3B, 8 Credits.

Electives Modules Level at 7, 32 Credits

• Social Sciences Education 4, 16 Credits.
• Life Skills Education 4, 16 Credits.

Or

• Mathematics Education 4, 16 Credits.
• Natural Science and Technology Education 4, 16 Credits.

Exit Level Outcomes 1

• Demonstrate a keen understanding of the required knowledge for teaching in the Intermediate Phase.
• Use and apply the skills and dispositions needed for teaching in the Intermediate Phase.
• Explore critique and apply a range of practices relevant to diverse teaching and learning contexts.
• Demonstrate the ability to integrate knowledge acquired from a variety of subjects and disciplines.
• Act in keeping with the pedagogical content knowledge acquired.
• Conduct evidence-based research.
• Demonstrate the self-reflexivity needed to inform and evaluate individual Intermediate Phase practice.
• Evince a critical understanding of the requirements of professional practice.
• Take responsibility for managing his/her learning in both self-directed and collaborative contexts.

The Associated Assessment Criteria are applied in an integrated way to the Exit Level Outcomes.

• Show knowledge about how Intermediate phase learners develop and learn.
• Demonstrated skill in working with children, including with their possible barriers to learning.
• Promote a sense of respect and responsibility towards others is professional ethics and in the context of the school, classroom and community adopted when working with children.
• Develop and deliver appropriate learning programmes in the languages, mathematics, natural sciences, technology, social sciences and life skills.
• Observe, reflect on and address children's learning and development needs.
• Reflect on classroom and other information and knowledge acquired to inform practice, planning and referrals.
• Understand and apply the key concepts and principles which inform the teaching and learning of languages, EMS and the chosen specialisations.
• Demonstrate the ability to integrate the knowledge so that it informs school experience in different contexts and of all children in a democratic and inclusive culture.
• Keep abreast with developments in the teaching and learning of languages, mathematics, science, technology, social sciences, EMS and life skills as per the chosen specialisation.
• Plan the curriculum and teaching activities and implement them taking into account the diverse needs of the Intermediate phase learner.
• Source materials, activities and use media appropriately to integrate and manage effective learning.
• Self-reflexivity in designing and delivering teaching in languages, EMS and the chosen specialisation is evident.
• Employ a clear work ethic and community-centred approach to the learning context.
• Demonstrate the ability to work alone and collaboratively with others.

Integrated Assessment

Quality assessment is central to credible certification and recognition of learners' achievement. The institution will ensure credibility in assessment through the application of clear and rigorous procedures and practices, in keeping with the principles of fairness, validity, reliability and practicability.

Integrated assessment is used extensively across the qualification, including in the WIL. Self- and formative assessment takes place in various ways in the face to face context, including through classroom activities, assignments, and written work. Summative assessments are integrated into the learning in that they take place at the end of each of the constituent modules of the qualification.